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This paper described experimentation in the development of distributed online courses and in software - particularly, the personal learning environment - that support the formation of connections between the far-flung pieces of such courses. This work, in turn, is suggesting and supporting the model of learning described in the first section, that of a course network supporting and informing an ever-shifting set of course episodes. MORE

Real people are complex, integrated beings. School is chock full of formal learning — courses, classes, and grades that obscure the fact that most learning at school is either self-directed or informal. Of course I forgot all that long ago. MORE

Discussing with workshop participants gives you a chance to see the diagram from another’s point of view. My experience with network mapping is with the Venn diagrams of Participatory Rapid Appraisals. Joitske, do you have some examples of the Venn Diagram maps on your blog? # MORE

And, of course, trying to find the actual citation has been an exercise in futility. A diagram? As soon as we get to diagrams, the story gets more complex. Ok, Jill Larkin and Herb Simon once opined on Why a Diagram is worth 10000 words , but it’s about mapping conceptual relationships to spatial relationships. Though they may support retention, but we should use diagrams and images appropriately with text. Video’s even more complex. MORE

Of course, that was not Weller's objective. I taught myself something called MVS-JES3 and also took a communications course called 'On the Way Up'. And I started teaching courses, both for staff and evening students, teaching them about the fundamentals of the internet. course. MORE

I was thinking (one morning at 4AM, when I was wishing I was asleep) about designing assignment structures that matched my activity-based learning model. The learner is also supposed to annotate their rationale for the resulting design as well. Of course, this could continue. MORE

I've been struggling a bit to capture a concept that I believe represents a fairly fundamental shift in how we need to think about Training Design. Oh, and I called it Learning Design in the diagrams, but I'm afraid that it's really more about Training Design. MORE

A North American-centric market share diagram is available here. Some universities are beginning to focus on a big-picture view of technology: making learning resources available in multimedia, integrating technology from design to delivery, using mobile technologies, and increased focus on network pedagogy. Together with people like Stephen Downes, Dave Cormier, Tony Karrer, Jay Cross, and others, I’ve run courses and conferences with tens of thousands of participants. MORE

Of course, we want there to be scrutiny and feedback for the learning to be optimized, etc. try a more complex example (perhaps in a group). try a very complex (read: typical) example. draw a flow diagram. design meta-learning MORE

In one instance, a person who’d attended my game design workshop wanted to put it into practice. They found it easy to slip back into thinking of courses, but continued to ‘get’ that they should look at augmenting their work with performance support. In a couple of recent posts, I’ve been telling tales of helping organizations, and I wanted to tell at least one more. MORE

After weighing in, I thought it required a longer response, and of course it has to go here. So, my first concern is the quality of the design. My mantra on design states that it has to be right first. But let’s assume that the design’s right. MORE

Human behaviour and the nature of organisations both tend to be complex and highly variable, and neither lend themself to deterministic approaches. When we’re dealing with human and organisational learning and performance we’re dealing with highly complicated and complex systems. MORE

The ‘learning’ referred to here is what we know as formal structured learning activities - classes, courses, programmes, and eLearning. Prior to system roll-out you’re required to attend a 2-hour instructor-led briefing/course along with all your colleagues. The course is content-rich. MORE

The book turned out to have a small discussion of the design of the French railway system in the early 19th-century, which reminded me of a map my old mentor Franco Moretti had showed me two decades ago in grad school, contrasting the heavily centralized French system with the more chaotic British rail lines. One of those Twitter replies pointed to a Wired interview from a decade ago with Paul Baran, the RAND researcher who was partially responsible for the decentralized design. MORE

One thing I want to tackle in more depth (which I didn't mention in yesterday's post) is the difference between design thinking as it is popularly understood and complexity informed design thinking. We then identify what aspects are complicated and which are complex. (If MORE

In a naturalistic redescription of the phenomenon, we might view it as an emergent, self-organising property of complex systems. One way to look at leadership in our complex work world is through the lens of improvisation. We don’t do fail-safe design. MORE

On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. And I have separate diagrams for each. From the design point of view, there are correct answers, and wrong answers. MORE

To make life more complex, we only have one set of interconnected entities and connections between them, and exactly the same set of connections contains multiple concepts or ideas. At Assiniboine I created a website and online courses and eventually a learning management system. MORE

So yesterday I talked about the value of diagrams , but I thought I’d add a bit about the process of actually creating diagrams. Naturally, I created a diagram about it. I created this diagram for a session I ran on diagramming a number of years ago. MORE

Particularly, I'm interested in the question of: While training as a publisher of courses and courseware faces an increasingly challenging market, what other things can learning businesses successfully sell to internal or external customers? This is a very strange time. MORE

Complexity, the science of uncertainty allows us insight into reality; anthro-complexity, the science of human complex adaptive systems, allows us to co-create new realities out of the crisis. Great insights inspire design, strategy, and innovation. MORE

This is only a very partial chart of these language, and really, if you were going to draw a full chart of these languages, this is just the derivation of different languages from their sources, but if you were to map the influence from one language to another language to another language you would get a very complexdiagram. I love this diagram. This is one of my favourite diagrams in the entire world. I have a diagram in Spanish, how about that? MORE

He talks about openness in software, and then he talks about opennessin system, like open courses. George Siemens and I, in our work offering online courses,have depicted the progression of openness in three major stages: - First of all, openness in educational resources - Secondly, open courses, and then - Third, an as yet unrealized openness, opennessin assessment. But there are other standards as well: Learning Design,Common Cartridge, and Learning Tools Interoperability. MORE

Of course the ‘blending’ concept has been around for much longer than the past few years. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum. MORE

I’ve created diagrams (such as the Education Engagement Alignment ), and quips , but here I’m thinking something else. And I’ve created some aids for the Udemy course on deeper elearning I developed. How do you use external resources to keep your design on track? MORE

Its part of a shift to creating more standard offerings that combine SenseMaker® capability with complexity based methods. One common feature of both those offerings is the need to contrast ostensive reality with idealised objective based design. MORE

Hildy Gottlieb added that the diagram is missing the word “context” because “systems thinkers don’t just “look at” things, it is the way they see (subtle difference, but a big one in effect). Found when researching systems thinking. MORE

What they are talking about these days is the destruction of the university at the hands of the massive open online course. As one of the people who invented the massive open online course, I feel a little personally involved here. It''s a fishbone diagram. MORE

When wood burns , for example, the complex hydrocarbon in wood is reduced to gases (steam, carbon monoxide, carbon dioxide) and char (charcol, ashes, smoke). Of course, he is right. There is a third option, of course, and it is the option that only the mental is real. MORE

What this talk is about - it's called "Education as Platform" - is the idea of exploring some of the experiences we've had with massive open online learning, and exploring some of the criticisms that we've experienced, some of the criticisms that we've seen, and trying to understand what elements of the design are working and what elements of the design are not working, and to use this understanding to try to advance our perspective on the way online learning is proceeding and should proceed. MORE

Of course, when they are stated as poorly as the authors state them, one cannot help but wonder why. Consider, for example, "The Three Gorges Dam is rated at its full design capacity of 18 gigawatts." Then in the diagram we see that 1 CMO is equivalent to '4 Three gorges dams every year for 50 years'. And what's so complex about 315 petawatt-hours? Responding to Wayne Hodgins : This example shows how elusive the concept of simplicity is. MORE

The practical implementation of connectivism is the massive open online course, or MOOC. Rather, we encouraged people to create course content and to contribute to the course through their own websites, through discussion groups, communities, and and other forum they chose. We had about 170 blogs created to support the course, and we aggregated these using RSS – content syndication supporting online learning. It led to our first web-based course a year later. MORE

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE

It provides for a series of defined steps to achieve an outcome; a framework would position said methods (Cynefin places Scrum in the liminal aspect of the complex domain for example). Another quote from the Scrum Alliance: Scrum is an agile framework for completing complex projects. MORE

We're going to talk about the factors that led to the development of the Massive Open Online Course and Connectivism and the new phenomena in learning today. Distance learning therefore required the creation and distribution of learning content, of course packages that would support independent study. They had the model of the course packages, and they had the model of the classes. WebCT in English stands for "Web Course Tools." Of course, we had instant messaging. MORE

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence. MORE

I spent an hour or so earlier today working on the diagram below. Its a high level summary designed to provide a visual aid to the text rather than a precise flow or description. In a human complex adaptive system you need to get pretty fast feedback on what is working and not working. MORE

I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And, of course, it requires the right culture. MORE

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So yesterday I talked about the value of diagrams , but I thought I’d add a bit about the process of actually creating diagrams. Naturally, I created a diagram about it. I created this diagram for a session I ran on diagramming a number of years ago.

I was thinking (one morning at 4AM, when I was wishing I was asleep) about designing assignment structures that matched my activity-based learning model. The learner is also supposed to annotate their rationale for the resulting design as well. Of course, this could continue.

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I've been struggling a bit to capture a concept that I believe represents a fairly fundamental shift in how we need to think about Training Design. Oh, and I called it Learning Design in the diagrams, but I'm afraid that it's really more about Training Design.

After weighing in, I thought it required a longer response, and of course it has to go here. So, my first concern is the quality of the design. My mantra on design states that it has to be right first. But let’s assume that the design’s right.

I’ve created diagrams (such as the Education Engagement Alignment ), and quips , but here I’m thinking something else. And I’ve created some aids for the Udemy course on deeper elearning I developed. How do you use external resources to keep your design on track?

Of course, we want there to be scrutiny and feedback for the learning to be optimized, etc. try a more complex example (perhaps in a group). try a very complex (read: typical) example. draw a flow diagram. design meta-learning

Of course the ‘blending’ concept has been around for much longer than the past few years. Each of these, though, were used to design and deliver structured and directed learning based on some form of instructional design and, often, as part of a curriculum.

And, of course, trying to find the actual citation has been an exercise in futility. A diagram? As soon as we get to diagrams, the story gets more complex. Ok, Jill Larkin and Herb Simon once opined on Why a Diagram is worth 10000 words , but it’s about mapping conceptual relationships to spatial relationships. Though they may support retention, but we should use diagrams and images appropriately with text. Video’s even more complex.

Complexity, the science of uncertainty allows us insight into reality; anthro-complexity, the science of human complex adaptive systems, allows us to co-create new realities out of the crisis. Great insights inspire design, strategy, and innovation.

One thing I want to tackle in more depth (which I didn't mention in yesterday's post) is the difference between design thinking as it is popularly understood and complexity informed design thinking. We then identify what aspects are complicated and which are complex. (If

On the one hand I talk about using decisions as a basis for design, and on the other I refer to activity -based learning. And I have separate diagrams for each. From the design point of view, there are correct answers, and wrong answers.

Human behaviour and the nature of organisations both tend to be complex and highly variable, and neither lend themself to deterministic approaches. When we’re dealing with human and organisational learning and performance we’re dealing with highly complicated and complex systems.

It provides for a series of defined steps to achieve an outcome; a framework would position said methods (Cynefin places Scrum in the liminal aspect of the complex domain for example). Another quote from the Scrum Alliance: Scrum is an agile framework for completing complex projects.

And, of course, trying to find the actual citation has been an exercise in futility. A diagram? As soon as we get to diagrams, the story gets more complex. Ok, Jill Larkin and Herb Simon once opined on Why a Diagram is worth 10000 words , but it’s about mapping conceptual relationships to spatial relationships. Though they may support retention, but we should use diagrams and images appropriately with text. Video’s even more complex.

In a naturalistic redescription of the phenomenon, we might view it as an emergent, self-organising property of complex systems. One way to look at leadership in our complex work world is through the lens of improvisation. We don’t do fail-safe design.

Of course, that was not Weller's objective. I taught myself something called MVS-JES3 and also took a communications course called 'On the Way Up'. And I started teaching courses, both for staff and evening students, teaching them about the fundamentals of the internet. course.

Its part of a shift to creating more standard offerings that combine SenseMaker® capability with complexity based methods. One common feature of both those offerings is the need to contrast ostensive reality with idealised objective based design.

In one instance, a person who’d attended my game design workshop wanted to put it into practice. They found it easy to slip back into thinking of courses, but continued to ‘get’ that they should look at augmenting their work with performance support. In a couple of recent posts, I’ve been telling tales of helping organizations, and I wanted to tell at least one more.

The book turned out to have a small discussion of the design of the French railway system in the early 19th-century, which reminded me of a map my old mentor Franco Moretti had showed me two decades ago in grad school, contrasting the heavily centralized French system with the more chaotic British rail lines. One of those Twitter replies pointed to a Wired interview from a decade ago with Paul Baran, the RAND researcher who was partially responsible for the decentralized design.

A North American-centric market share diagram is available here. Some universities are beginning to focus on a big-picture view of technology: making learning resources available in multimedia, integrating technology from design to delivery, using mobile technologies, and increased focus on network pedagogy. Together with people like Stephen Downes, Dave Cormier, Tony Karrer, Jay Cross, and others, I’ve run courses and conferences with tens of thousands of participants.

The ‘learning’ referred to here is what we know as formal structured learning activities - classes, courses, programmes, and eLearning. Prior to system roll-out you’re required to attend a 2-hour instructor-led briefing/course along with all your colleagues. The course is content-rich.

The practical implementation of connectivism is the massive open online course, or MOOC. Rather, we encouraged people to create course content and to contribute to the course through their own websites, through discussion groups, communities, and and other forum they chose. We had about 170 blogs created to support the course, and we aggregated these using RSS – content syndication supporting online learning. It led to our first web-based course a year later.

I spent an hour or so earlier today working on the diagram below. Its a high level summary designed to provide a visual aid to the text rather than a precise flow or description. In a human complex adaptive system you need to get pretty fast feedback on what is working and not working.

What they are talking about these days is the destruction of the university at the hands of the massive open online course. As one of the people who invented the massive open online course, I feel a little personally involved here. It''s a fishbone diagram.

Real people are complex, integrated beings. School is chock full of formal learning — courses, classes, and grades that obscure the fact that most learning at school is either self-directed or informal. Of course I forgot all that long ago.

Hildy Gottlieb added that the diagram is missing the word “context” because “systems thinkers don’t just “look at” things, it is the way they see (subtle difference, but a big one in effect). Found when researching systems thinking.

We're going to talk about the factors that led to the development of the Massive Open Online Course and Connectivism and the new phenomena in learning today. Distance learning therefore required the creation and distribution of learning content, of course packages that would support independent study. They had the model of the course packages, and they had the model of the classes. WebCT in English stands for "Web Course Tools." Of course, we had instant messaging.

To make life more complex, we only have one set of interconnected entities and connections between them, and exactly the same set of connections contains multiple concepts or ideas. At Assiniboine I created a website and online courses and eventually a learning management system.

This is only a very partial chart of these language, and really, if you were going to draw a full chart of these languages, this is just the derivation of different languages from their sources, but if you were to map the influence from one language to another language to another language you would get a very complexdiagram. I love this diagram. This is one of my favourite diagrams in the entire world. I have a diagram in Spanish, how about that?

This paper described experimentation in the development of distributed online courses and in software - particularly, the personal learning environment - that support the formation of connections between the far-flung pieces of such courses. This work, in turn, is suggesting and supporting the model of learning described in the first section, that of a course network supporting and informing an ever-shifting set of course episodes.

When wood burns , for example, the complex hydrocarbon in wood is reduced to gases (steam, carbon monoxide, carbon dioxide) and char (charcol, ashes, smoke). Of course, he is right. There is a third option, of course, and it is the option that only the mental is real.

Particularly, I'm interested in the question of: While training as a publisher of courses and courseware faces an increasingly challenging market, what other things can learning businesses successfully sell to internal or external customers? This is a very strange time.

I made the point that when you’re innovating, designing, researching, trouble-shooting, etc, you don’t know the answer when you start, so they’re learning situations, though informal, not formal. And, of course, it requires the right culture.

Discussing with workshop participants gives you a chance to see the diagram from another’s point of view. My experience with network mapping is with the Venn diagrams of Participatory Rapid Appraisals. Joitske, do you have some examples of the Venn Diagram maps on your blog? #

What this talk is about - it's called "Education as Platform" - is the idea of exploring some of the experiences we've had with massive open online learning, and exploring some of the criticisms that we've experienced, some of the criticisms that we've seen, and trying to understand what elements of the design are working and what elements of the design are not working, and to use this understanding to try to advance our perspective on the way online learning is proceeding and should proceed.

Of course, when they are stated as poorly as the authors state them, one cannot help but wonder why. Consider, for example, "The Three Gorges Dam is rated at its full design capacity of 18 gigawatts." Then in the diagram we see that 1 CMO is equivalent to '4 Three gorges dams every year for 50 years'. And what's so complex about 315 petawatt-hours? Responding to Wayne Hodgins : This example shows how elusive the concept of simplicity is.

He talks about openness in software, and then he talks about opennessin system, like open courses. George Siemens and I, in our work offering online courses,have depicted the progression of openness in three major stages: - First of all, openness in educational resources - Secondly, open courses, and then - Third, an as yet unrealized openness, opennessin assessment. But there are other standards as well: Learning Design,Common Cartridge, and Learning Tools Interoperability.

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.

So if a learner is taking a course because they “have to , we need to think carefully about if a community is the right approach. Communities of practice, rather than work teams, have one special quality that likens them to complexity systems – that of greater permanence.